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OCR a Level History Delivery Guide

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OCR a Level History Delivery Guide AS and A LEVEL Delivery Guide H105/H505 HISTORY A Theme: England 1216–1272 August 2015 We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (www.ocr.org.uk) and this may differ from printed versions. Copyright © 2015 OCR. All rights reserved. Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Registered office: 1 Hills Road Cambridge CB1 2EU OCR is an exempt charity. AS and A LEVEL HISTORY A CONTENTS Introduction Page 4 Curriculum Content Page 5 Thinking Conceptually Page 8 Thinking Contextually Page 10 Learner Resources Page 24 3 Introduction Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain: KEY • Content: a clear outline of the content covered by the Click to view associated resources delivery guide; within this document. • Thinking Conceptually: expert guidance on the key concepts involved, common difficulties students may have, approaches to teaching that can help students Click to view external resources understand these concepts and how this topic links conceptually to other areas of the subject; AS Level content only • Thinking Contextually: a range of suggested teaching only activities using a variety of themes so that different activities can be selected that best suit particular classes, learning styles or teaching approaches. If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email [email protected]. 4 Curriculum Content With its complementary Enquiry on the reign of King John, this topic provides students with the opportunity to extend their knowledge of the role and significance of the monarchy, nobility and Church in the development of English government. The symbolism and legacy of Magna Carta is central to the topic, and throughout a study of Henry III’s reign, students will focus on the causes, nature and extent of further constitutional development against the backdrop of political crisis, rebellion and civil war. This will not only consolidate their understanding of the reign of King John, but it will also encourage students to analyse the very basis of politics and constitutional law. The nature of 13th century society, chivalric values and the fascination for the legend of King Arthur will all undoubtedly inspire students to assess the motives and contributions of various personalities. In addition, the locations of key events, such as the Battles of Lewes or Evesham, may well provide impetus to students in terms of engagement with local history, re-enactment events and research into prominent families. The etymology of English surnames, the imposing castles of Wales and the Marches or the magnificence of Westminster Abbey, all provide appeal in different ways, and could be usefully exploited to develop enthusiasm and independent learning. Given the scope of the topic, students may wish to focus their coursework studies on the wider role and significance of key individuals or families such as William Marshall, Simon de Montfort, the Mortimers or the Bigods. An obvious extension would also be to delve more deeply into the actions of Llywelyn the Great or to consider Edward I’s later conquest of Wales. Within this topic, students will be required to study the minority government, which will give them a good grounding in terms of questioning the validity of interpretations regarding Henry III’s attitude to reform during the years of his personal rule. This will aid assessment of the causes of the civil war as well as, the true origins and development of ‘parliament’. Throughout each key topic, students will analyse the relationship between the king, magnates, bishops, knights and burgesses, and the way in which this shaped the course of events. This will enable consideration of fundamental and ongoing historical arguments on the true extent of baronial desire for popular representation and the overriding themes of legitimacy, faith, inheritance and innovation. As a summary, students should have studied the following key topics: The minority and early years of the reign of Henry III (1216–1232): nature of the succession; securing of peace; regency government; political challenges; the Church Henry’s rule (1232–1258): style of kingship; nature and impact of central and local government on politics, economy and society; opposition; the nobility Political Crisis (1258–1263): causes; nature; extent; effect 5 Curriculum Content Simon de Montfort, civil war and reconstruction (1263–1272): cause and effect of the Second Barons’ War; role of individuals; impact of external events; extent of recovery and development The following list contains recommended general and academic texts or online resources for essential chronology, historical understanding or teaching resources, including some that span both topics on King John and Henry III. Fellows, N. Holland, A. Dicken, M (2015) OCR A Level History: Late Medieval England 1199–1455 Asbridge, T. (2015) The Greatest Knight: The Remarkable Life of William Marshal: The Power Behind Five English Thrones Carpenter, D.A. (1996) The Reign of Henry III Carpenter, D.A. (2003) The Struggle for Mastery: Britain 1066–1284 Carpenter, D.A. (Penguin 2015) Magna Carta Crouch, D. (2002) William Marshal: Knighthood, War and Chivalry 1147–1219 Davies, R.R. (2000) The Age of Conquest: Wales 1063–1415 Harding, A. (1993) England in the Thirteenth Century Jones, D. (2012) The Plantagenets Maddicott, J.R. (1994) Simon de Montfort Morris, M. (2008) A Great and Terrible King: Edward I Morris, M. (2005) The Bigod Earls of Norfolk in the Thirteenth Century Powicke F.M. (1947) King Henry III and the Lord Edward Prestwich, M. (2005) Plantagenet England 1225–1360 Sadler, J. (2008) The Second Barons’ War: Simon de Montfort and the Battles of Lewes and Evesham Stubbs W. (1887) The Constitutional History of England, vol. 2 https://archive.org/stream/constitutionalh02stub#page/n5/mode/2up Click here Treharne, R.F. (1932) The Baronial Plan of Reform 1258–63 6 Curriculum Content Treharne, R.F. (1986) Simon de Montfort and Baronial Reform: Thirteenth Century Essays Click here Vincent, N. (1996) Peter des Roches: An Alien in English Politics 1205–1238 Wilson, D. (2014) The Plantagenets: The Kings that made Britain National Archives – podcast by S. Ambler: Click here http://media.nationalarchives.gov.uk/index.php/the-church-and-the-propaganda-of-political-reform-in-13th-century- england/ Magna Carta, 1215 and beyond (teacher resources): Click here http://www.nationalarchives.gov.uk/education/resources/magna-carta/ Simon de Montfort Society – articles, links and events: http://www.simondemontfort.org/ Click here Mortimer Society – articles and various links: http://mortimerhistorysociety.org.uk/ Click here Parliament – commentary and links on Simon de Montfort: http://www.parliament.uk/about/living-heritage/evolutionofparliament/2015-parliament-in-the-making/2015-historic- anniversaries/simon-de-montfort/ Timeline of the ‘Birth of the English Parliament’: Click here http://www.parliament.uk/about/living-heritage/evolutionofparliament/originsofparliament/birthofparliament/ keydates/1215to1399/ The Braose family – commentary on the Welsh princes: Click here http://douglyn.co.uk/BraoseWeb/frames.htm Historical Association – podcasts on Henry III and Simon de Montfort (D. Carpenter et al): http://www.history.org.uk/resources/secondary_resource_6307_122.html Click here 7 Thinking Conceptually As with the Enquiry topic on King John, students will need constant revision of the process and features of previous to consider a variety of issues and concepts as they progress constitutional bargaining and agreements, but it will also help through the period from 1217 to 1272 such as the nature of students to analyse the change and continuity evident within the Anglo-Norman or Anglo-French nobility, the division of each key topic, in order to realise the significance of specific landed estates, inheritance, the granting of titles or privileges, events or individual action. and feudal obligations, both within England and on the Although not an exhaustive list, the following terms may continent. Rather than seeking to separate and label members prove problematic: of the baronial class into two groups such as ‘English’ or ‘French’, students will need to recognise the long-term impact Angevin Empire A reference to Plantagenet imperial of dynastic intermarriage and longstanding continental links, possessions; normally applied to the in order to appreciate the intercultural and multilingual nature earlier medieval period when this of English government and society. If students are constantly included England alongside parts of reminded of the foundations of Plantagenet power and the France such as Normandy, Anjou and former Angevin empire, from the perspective of both royal Aquitaine. The extent of these lands and noble government, or the use of French and Latin as the changed due to loss of territory under official languages of government, they will be less likely to King John; England lost its ‘provincial’ make generalisations or anachronistic comment. It will
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